Week 5 PSYC 201 Lifespan Development
Week 5 PSYC 201 Lifespan Development PSYC 201
Ivy Tech Community College
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This 3 page Class Notes was uploaded by Samantha Fore on Wednesday January 6, 2016. The Class Notes belongs to PSYC 201 at Ivy Tech Community College taught by in Fall 2015. Since its upload, it has received 27 views. For similar materials see Lifespan Human Development in Psychlogy at Ivy Tech Community College.
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Date Created: 01/06/16
Chapters 5 and 6 Primary circular reactions Piaget’s phrase to describe a baby’s simple repetitive actions in substage 2 of the sensorimotor stage, organized around the baby’s own body Secondary circular reactions repetitive actions in substage 3 of the sensorimotor period, oriented around external objects, not internal Tertiary circular reactions the deliberate experimentation with variations of previous actions that occurs in substage 5 of the sensorimotor period Object permanence the understanding that objects continue to exist when they can’t be seen; first sign at about 2 months in substage 2 Deferred imitation imitation that occurs in the absence of the model who first demonstrated it Spelke’s object concept infant’s understanding of the nature of objects and how they behave Spelke’s violation of expectations a research strategy in which researchers move an object in one way after having thought an infant to expect it to move in another Language acquisition device an innate language process theorized by Chompsky that contains the basic grammatical structure of all human language Infantdirected speech the simplified, higher pitched speech that adults use with infants and young kids Cooing making repetitive vowel sounds, particularly the “ooo” sounds Babbling the repetitive vocalization of consonantvowel combinations by an infant Holophrases combinations of gestures and single words that convey more meaning than just the world alone Expressive language style of words learning characterized by low rates of nounlike terms and high use of personalsocial words and phrases Referential language receptive; style of word learning characterized by emphasis on things and people, and their naming and description Bayley scales of infant development best known and most widely used test of infant “intelligence”; measures primarily sensory and motor skills Receptive language when they understand the meanings of words Attachment emotional tie to a parent experienced by an infant, from which the child derive security Synchrony mutual interlocking pattern of attachment behaviors shared by a parent and a child; phase one (nonfocused orientating and signaling; birth to 3 months), phase 2 (focus on one or more figures; 36 months), phase 3 (secure base behavior; 624 months), phase 4 (internal model; 24 months and beyond) Stranger anxiety expressions of discomfort, such as clinging, in presence of strangers Separation anxiety expressions of discomfort, crying, when separated from an attachment figure Social referencing an infant’s use of other’s facial expressions as a guide to his/her emotions Secure attachment pattern of attachment in which infant readily separates from parent, seeks proximity when stressed, and uses the parent as a safe base Insecure/avoidant attachment pattern in which an infant avoid contact with a parent and shows no preference for parent over other people Insecure/ambivalent attachment pattern where the infant shows little exploratory behavior, is greatly upset when separated from mother and not reassured by her return or efforts to comfort him Insecure/disorganized attachment pattern in which an infant seems confused or apprehensive and shows contradictory behavior Caretaker characteristic emotional response to infant, marital and socioeconomic status, and mental health Easy children 40%; approach new events positively; display predictive eating and sleeping cycles, generally happy, and adjust to change Difficult children 10%; irregular sleep and eating cycle, emotionally negative and irritable, and resistant to change Slowtowarmup children 15%; few intense reactions (positive or negative) and appear nonresponsive to unfamiliar people Subject self infant’s awareness that she or he is a separate person who endures through time and space and can cat on the environment Categorical/objective self toddler’s understanding that he or she is defined by various categories such as gender or qualities such as shyness Emotional self when they learn to identify changes in emotion expressed in others’ faces